Education Outside the Classroom (EOtC) has been defined as any structured learning experience that takes place outside a classroom environment, during the school day, after school or during holidays. It can include, for example, cultural trips, science and geography fieldwork, environmental and countryside education, and outdoor and adventurous group activities. The report explores headteachers' views on EOtC and the strategies schools have in place to support pupils in accessing provision. It describes how EOtC is co-ordinated and delivered within schools and local authorities; and the level of support that local authorities offer to schools in relation to EOtC. Changes in the extent and nature of provision are identified and the reasons why change has occurred.

Research has suggested that good quality EOtC can add depth to the curriculum and promote cognitive, personal and social development. Despite the widely recognised benefits of EOtC, there have been concerns that opportunities have declined in recent years due to teachers’ concerns about health and safety, their lack of confidence in teaching outdoors, and a lack of funding, time and resources. Due to the limited data on the prevalence and type of EOtC activity taking place the Department for Education and Skills commissioned this research.

The study relied on a range of data collection methods: a questionnaire survey of headteachers, Key Stage and subject specialists in a sample of maintained primary, secondary and special schools; telephone interviews with teachers in a sub-sample of schools involved in the questionnaire survey; an online survey of Outdoor Education Advisers, as well as Citizenship and Personal, Social and Health Education (PSHE) Advisers in all local authorities; and the collection and analysis of quantitative data on EOtC activity provided by local authorities.

The study concludes that although commentators have expressed concerns that EOtC may have declined, there was little evidence of such a trend. Off-site visits appeared more prevalent in special schools, and at Key Stage 2 for pupils in mainstream schools. For all other Key Stages, visits to field studies centres, environmental centres and outdoor pursuit or adventure centres were rare. Teacher confidence appeared to be one of the key factors underpinning the extent of provision. Training, experience and belief in management and local authority support appeared to support provision, whereas concerns about health and safety, risk management and costs appeared to inhibit EOtC.

Department for Education and Skills
Phone: +44 870 000 2288
info@dfes.gsi.gov.uk

28/11/2006

National Foundation for Educational Research

research

Urban Policy > Social inclusion & integration

Education